What is “Materiality” in Early Childhood Education? A Historical Approach to Embodied Learning
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This study investigates materiality in early childhood education (ECE) history from a new materialist perspective by reviewing primary and secondary sources of pioneers to reveal their values toward the materiality in terms of object-based and sensory play/learning. This research employs a historical approach and provides an integrative literature review to reconceptualize the meaning of play and embodied learning in today’s ECE. I trace the materiality in the ECE pioneers’ philosophies from Plato to Patty Smith Hill and analyze insights from and limitations of their ideas about materiality from a new materialist perspective. I also suggest possible implications for researchers and educators.
Abstract
This study investigates materiality in early childhood education (ECE) history from a new materialist perspective by reviewing primary and secondary sources of pioneers to reveal their values toward the materiality in terms of object-based and sensory play/learning. This research employs a historical approach and provides an integrative literature review to reconceptualize the meaning of play and embodied learning in today’s ECE. I trace the materiality in the ECE pioneers’ philosophies from Plato to Patty Smith Hill and analyze insights from and limitations of their ideas about materiality from a new materialist perspective. I also suggest possible implications for researchers and educators.
참고문헌 (64)
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